Comparing the Language Abilities of Typically Developing and Dyslexic Children Aged 7 to 11 Using Quantitative Electroencephalography

Document Type : Research Paper

Authors

1 Department of Foreign languages and linguistics, school of literature and humanities, Shiraz University, Shiraz, Iran

2 Department of Psychology, psychology and Educational Science Faculty, Islamic Azad University of Marvdasht Branch, Fars, Iran

3 Department of Psychology, psychology and Educational Science Faculty, Islamic Azad University of Arsanjan Branch, Fars, Iran

Abstract

During an EEG eyes-opened state, the current investigation aimed to compare the language abilities of typically developing and dyslexic children. This research employed a descriptive-analytical design. The statistical sample for the study comprised 19 typical children residing in Shiraz city during the academic year 2020-2021 and 20 dyslexic children aged 7 to 11 who were referred to psychologists at the Mehraz Andisheh Clinic. The remaining 19 children were selected using the purposeful sampling method. The Wechsler Intelligence Scale for Children (WISC-IV) was utilized in the diagnostic process for children diagnosed with dyslexia. EEG data were quantified using Neuroguide software and analyzed using the Wilcoxon test in SPSS-23. The QEEG findings revealed that dyslexic children exhibited greater absolute power in the delta and theta regions of the frontal, parietal, left, and right hemispheres compared to the control group. However, the control group demonstrated greater absolute power in these areas in comparison to the dyslexics. The results corroborate the conclusions drawn in other studies and validate the presence of an atypical linguistic network among individuals with dyslexia. Thus, the investigation of brain waves may have a beneficial effect on the clinical treatment of individuals with dyslexia and can be utilized to better identify the language abilities of dyslexics.
 

Keywords

References

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Journal of Applied Psychological Research
Volume 14, Issue 3
2023
Pages 307-321

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History

  • Receive Date: 05 November 2021
  • Revise Date: 19 January 2022
  • Accept Date: 26 January 2022
  • First Publish Date: 10 September 2023
  • Publish Date: 23 September 2023

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